http://hdl.handle.net/123456789/2043 2026-04-03T19:03:52Z http://hdl.handle.net/123456789/8807 Title: Proceedings of the 23rd International Conference on Private Higher Education in Africa Authors: Research and Knowledge Management Office (RaKMO) Abstract: This paper critically examines the concept of autonomy in Ethiopia’s higher education reform, focusing on the epistemic dimension of autonomy. Ethiopia's recent efforts to grant autonomy to its public universities have predominantly been framed as a matter of financial independence, with an emphasis on the government’s progressive withdrawal of budgetary support. This narrow understanding overlooks a critical dimension: the epistemic foundation underpinning true autonomy in higher education. Historically, Ethiopian universities have been structured and organized to validate and perpetuate Western epistemological frameworks, limiting their ability to cultivate subjectivity and knowledge systems. This Eurocentric orientation constrains genuine academic freedom and innovation, hindering the transformative potential of educational reform. This paper argues that achieving meaningful autonomy requires a fundamental re-examination of epistemic structures within Ethiopian universities. By focusing on the philosophical dimensions of knowledge production, this analysis reveals that autonomy must extend beyond financial and administrative matters to encompass the content and direction of knowledge creation. Without addressing the epistemic imbalance and fostering a more inclusive, locally meaningful approach to knowledge, the current push for institutional autonomy is unlikely to yield lasting success. Using a philosophical discursive analysis method, this study engaged in an extensive review of relevant literature to explore the intersection of autonomy and epistemic transformation. By highlighting the importance of reclaiming subjectivity and reorienting knowledge systems, the paper seeks to provide a comprehensive framework for understanding autonomy beyond its fiscal connotations, advocating for a model of higher education that empowers Ethiopian institutions to define and pursue their own epistemic goals. 2025-05-01T00:00:00Z http://hdl.handle.net/123456789/7986 Title: Proceedings of the 22nd International Conference on Private Higher Education in Africa Authors: Research and Knowledge Management Office (RaKMO) Abstract: Continuous classroom assessment and diverse examination formats are frequently cited as important tools for supporting better educational attainments, especially in terms of fostering active, individual, and deep learning. While perceived as underutilized potential, we require harnessing to maximize learning potential. In spite of the ongoing debate and unimplemented uniformity, classroom continuous assessment and diverse examination formats remain controversial and inconsistent. Therefore, the purpose of this study is to examine classroom continuous assessment practices and exam composition diversity, their role in educational outcomes, and contributing factors to lower-quality classroom continuous assessments in private higher education in Ethiopia. Through exploratory research design and a stratified random sampling method, 230 students were selected; in addition, 12 faculty members, 18 course outlines, and 11 final exam sheets of regular students with grades of 35–60% were used. Analyses of qualitative and quantitative data were conducted using descriptive statistics and theme analysis. Results show that continuous assessments are present in the majority of academic semesters (ranging from 0.43% to 65.22%), and they are the most popular choice among students. The composition of the final exams also tended to be significant but declined to a conventional multiple-choice, true-false, matching, or less time-consuming exam type or less critical thinking and problem-solving skills. Most students (88.70%) consider continuous assessment models to be better at evaluating their learning progress than traditional summative exams alone. Nevertheless, continuous assessments and diversity in exams interfere with students' abilities to complete their assignments on time, cause the occurrence of exam anxiety and extra workloads; this should be mitigated with effective strategies. By way of enhancing the quality of higher education in Ethiopia, we need to follow up on the practices and promote classroom continuous assessment and innovative, diverse examination formats that have a role in critical thinking, problem- solving skills, active and Deep learning 2024-05-01T00:00:00Z http://hdl.handle.net/123456789/7852 Title: The 21st International Conference on Private Higher Education in Africa Authors: St. Mary's University 2023-05-01T00:00:00Z http://hdl.handle.net/123456789/7465 Title: Student Perspectives about Their PhD Journey: The Case of Addis Ababa University Authors: Wondwosen Tamrat and Getnet Tizazu Abstract: This study was conducted to explore students’ views on their PhD journey by gauging the experiences of 164 students pursuing their studies at the four colleges of Addis Ababa University- Ethiopia’s flagship institution. The findings indicate that while the student-student and student-faculty relationships, climate of programs and thesis advisory services are positively rated, support systems like availability of financial assistance and resources, workshop and conference presentation, special trainings provided, opportunities for publication of research papers are found to be very weak. It is posited that the success of PhD programs currently run at Addis Ababa University will continue to be challenged unless a significant improvement is made on the support mechanisms put in place. 2019-07-27T00:00:00Z